Math Curriculum

There are several basic skills your child should have mastered by the time he/she reaches third grade. We will spend little time reviewing these concepts so please make sure your child has mastered them. If you need additional worksheets or websites to ensure your child has mastered these skills please contact me so I can provide some suggestions, websites, and practice papers. Here are the skills that students coming into third grade should know:

1. counting coins up to $2.00
2. telling time to the nearest 5 minutes
3. adding 2 digit numbers 
4. subtracting 2 digit numbers
5. place value up through hundreds (ones, tens, hundreds)
6. basic facts (addition and subtraction) and they must be known quickly

Again, any extra practice you can give your child in these 6 areas will increase the likelihood he/she will start third grade math with a solid foundation.
Our math curriculum closely follows the Common Core standards. We use the Saxon math series which does a lot of reviewing throughout the year. Typically, a new skill is taught for a day or two and then there are 20 questions to be completed out of the math textbook. The 20 questions cover many of the skills already introduced. After every 5 lessons a test is given.

* Basic Facts - Your child MUST quickly know any basic fact for addition and subtraction. (For example, 6+5=11, 9+7=16, 14-7=7, 17-8=9) As the year progresses they must also learn multiplication facts.
* Place Value - Students are expected to know the place and value through the thousands. They also must be able to identify odd and even numbers, round numbers to the greatest place value, compare numbers ( <, >, = ), and order numbers from least to greatest and greatest to least.

* Addition - Students must be able to add numbers (with and without regrouping) through the hundreds. They also must be able to identify adding in word problems and estimate numbers to the hundreds.

* Subtraction - Students must be able to subtract numbers (with and without regrouping ) through the hundreds. In addition, students must be able to identify subtraction in word problems and estimate numbers to the hundreds.

* Graphing - Students must be able to read and analyze bar graphs, tally tables, and charts. They also need to know when to add and subtract the data based on a word problem.

* Money - Students must be able to count coins up to $2.00. Also, they must be able to write change and dollar amounts correctly. Finally, they need to be able to make change up to $2.00. Making change is one of the more difficult concepts taught in third grade math. Please provide support to your child as needed.

* Time-Telling - Students must tell time to the nearest minute and identify a.m. and p.m. correctly. Another very difficult third grade concept is elapsed time. Students must be able to figure out elapsed time up to two hours.

* Measurement - This unit is FULL of vocuabulary words! Students must know which unit would be used to measure various objects. For instance, what would be used to measure the weight of a soda can? The length of a soda can? Or the capacity of a soda can?
         length - inch, feet, yard, mile, centimeter, meter
         weight - ounce, pound, ton, gram, kilogram
         capacity - cup, pint, quart, gallon, milliliter, liter

* Fractions - Students must be able to read and write fractions correctly as well as draw a given fraction.

* Geometry - This unti also has many vocabulary words. Here is a break down of the need to know words. Students should also know how to explain the difference any two shapes.
       2 dimensional  - symmetry (symmetrical), pentagon, hexagon, octagon, square, rectangle, triangle, circle
       3 dimensional  - cylindar, cone, pyramid, rectangular prism, shere, cube, face, edge, vertex
* Multiplication - Students need to understand the concept of multiplication, be able to solve any 1 digit by 1 digit problem, and know when to multiply in word problems.

* Algebraic Concepts - This often is one of the more difficult units in third grade. Students are asked to find missing numbers or missing symbols to solve equations. In addition, students need to find the rule and continue patterns of numbers.